Genèse des affinités disciplinaire et didactique et genèse documentaire : le cas des professeurs de physique-chimie en France

Abstract : In our thesis, we study the relationships that teachers build with the disciplines that they teach by offering two concepts: disciplinary affinity and didactic affinity.We focus on physics and chemistry, both in terms of the basis and conditions for the emergence of disciplinary and didactic affinities, their effects on teaching, particularly in the context of a new curriculum, documentary work and interactions with colleagues. We have mobilized two theoretical frameworks: the anthropological approach of didactics (Chevallard, 1998) and the documentary approach to didactics (Gueudet & Trouche, 2008). We combined several methodological tools: questionnaries, interviews, classroom observations, and teachers resource systems visits. The last three tools have been applied to a small number of teachers selected with respect to their claimed affinity and their place in the process of teaching resources design (pre-service vs. experienced teachers) targeting the teaching of a specific concept, the spectrum, chosen for its border position (from physics and chemistry operated by spectroscopic methods).The thesis offers theoretical and methodological developments to capture interactions between disciplinary and didactic affinities of teachers and their documentary work. The results evidence the presence of an affinity for one of the two disciplines, and it highlights the strong relationship between genesis of didactic affinity and genesis of teaching resources.
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Mohammad Dames Alturkmani. Genèse des affinités disciplinaire et didactique et genèse documentaire : le cas des professeurs de physique-chimie en France. Education. Ecole normale supérieure de lyon - ENS LYON, 2015. Français. ⟨NNT : 2015ENSL1055⟩. ⟨tel-01256020⟩

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